Vocational Education Course Taking and Post-High School Employment of Youth with Emotional Disturbances

Autor/inn/en	Wagner, Mary M.; Newman, Lynn A.; Javitz, Harold S.
Titel	Vocational Education Course Taking and Post-High School Employment of Youth with Emotional Disturbances
Quelle	In: Career Development and Transition for Exceptional Individuals, 40 (2017) 3, S.132-143 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1434
DOI	10.1177/2165143415626399
Schlagwörter	Vocational Education; Emotional Disturbances; Youth Employment; High School Graduates; Special Education; Role of Education; Student Participation; Employment Experience; National Surveys; Relevance (Education); Educational Benefits; Disabilities; Longitudinal Studies; Transitional Programs; Intervention; National Longitudinal Transition Study of Special Education Students + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Gefühlsstörung; Youth work; Jugendarbeit; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Special needs education; Sonderpädagogik; Sonderschulwesen; Bildungsauftrag; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Occupational experience; Job experience; Work experience; Berufserfahrung; Relevance; Relevanz; Bildungsertrag; Handicap; Behinderung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	Data from the National Longitudinal Transition Study-2 (NLTS2) were used to examine the patterns of career and technical education (CTE) course taking in high school by students receiving special education services for emotional disturbances (ED). Descriptive analyses indicate the extent of such course taking by students with ED and their engagement in a concentrated program of occupationally specific general education CTE, a level of CTE course taking that early research has linked to improved post-high school employment outcomes. Propensity scoring methods were used to determine the extent to which either type of CTE course taking was related to higher odds of full-time employment after high school and whether results differed with the length of time post high school. There was a significant positive effect for participating in a concentration of occupationally specific CTE in the first 2 post-high school years, but effects were non-significant for later years. Results showed no benefits of CTE course taking overall. The implications for high school programming and transition planning are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01